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Mission

Crafting precision education to accurately fit our learners (students, educators, and families)

Vision

Quality primary education everywhere, for all

“I want to show her the world. With bina, I can.”

About us

Our Values

At bina we strive for

Big picture thinking

We critically engage with the world, taking active responsibility. We can plan, clarify goals, explore alternative strategies, and consider consequences.

Fostering intellectual humility (and humour)

We take and consider other views with value and broad-mindedness. Rather than accepting things at face value, we relish in questioning and discoursing while seeking ample evidence to make our opinions.

Being ourselves

Self-awareness, authenticity, and honesty with ourselves and others. We enjoy our own company and have self-control.

Compassion

We are sensitive to other people's experiences, and treat each other with kindness and respect.

Skilled communicators and collaborators

We can express our thoughts, feelings and values deliberately and debate topics amply. We work with others constructively and thoughtfully voice our ideas and opinions to benefit the group.

Insatiable curiosity

We treat our inquiries and questions with focus, adaptability and realistic organization.

Socially conscious

We think about our societal role- what am I doing to benefit others? How can I make the world a better place?

Adventurers

We face unknown and uncertain situations with persistence and creative solutions. We are mentally prepared with innovative strategies and connect seemingly unrelated concepts to face adversity. We are resilient to challenges and changes.

We respect each learner for who they are with a sense of wonder, vulnerability, empathy and openness.

Learning is a social activity - we design educational experiences at bina to reflect that. We build live, synchronous activities that foster interaction with peers and teachers. In these lessons, they develop the tools for learning necessary to pursue independent inquiry.

Active learning is sticky learning, and that's what we do (mostly).

Acts do not equate with traits - we give feedback and reflect on learners' actions and not "who they are" academically and dispositionally.

We are their attendants - our job is to direct their innate curiosity to get them to incredible places safely and joyfully (we make clear decisions on where we are headed and communicate those too).

Accurate, precise, ongoing assessment (yes, please!) vs general, broad, periodic summative assessment (oh, no, please don't).

Development is non-linear, uneven and circular, yet there are typical developmental phases in a developing brain. We balance standardisation and personalisation by continuously evaluating skill, knowledge and disposition (and depth). We then craft their next step accordingly.
 

Our understanding of learning (and learning how to learn):

Favourite children's book quote

״הגעתי לסוף האחורנית. עכשיו אפשר להתחיל מההתחלה״ ולפני שהילדה הספיקה ללכת הביתה, נפתחה דלת הביצה ואפרוח חבוש כובע סגול עם דובדבנים צעד קדימה במרץ״

 

אחורה שהלכה התרנגולת, 

נורית זרחי

Favourite children's book quote

Slowly we wander home, too tired to play, sun-kissed and happy, from our lovely day 

Lullaby Moon, Rosie Reve

Favourite children's book quote

«…это, наверно, не луна перевернулась, а мы сами перевернулись.»

Незнайка на Луне, Николай Носов

Favourite children's book quote

You have brains in your head. You have feet in your shoes. You can steer yourself in any direction you choose! 

Oh, the places you’ll go, Dr Seuss

Favourite children's book quote

“You can't stay in your corner of the forest waiting for others to come to you. You have to go to them sometimes.”

Winnie the Pooh, A.A. Milne

Favourite children's book quote

Tre per uno Trento e Belluno/ Tre per due bistecca di bue/ Tre per tre latte e caffè/ Tre per quattro cioccolato/ Tre per cinque malelingue/ Tre per sei patrizi e plebei/ Tre per sette torta a fette/ Tre per otto piselli e risotto/ Tre per nove scarpe nuove/ Tre per dieci pasta e ceci”. 

Favole al telefono di Gianni Rodari

Favourite children's book quote

There is nothing like looking, if you want to find something. You certainly usually find something, if you look, but it is not always quite the something you were after. 

The Hobbit

Favourite children's book quote

You're mad, bonkers, completely off your head. But I’ll tell you a secret… all the best people are.

Alice in Wonderland, Lewis Caroll

Favourite children's book quote

“I’m not brave, Grandma,” I said. “I was under the bed! Remember?” “But you got out from under it,” she answered, “and you got eggs from mean old Nellie Peck Hen, you got milk from old Kick Cow, you went through Tangleweed Woods to the dry shed, you climbed the trellis in the barnyard. From where I sit, only a very brave person could have done all them things!” 

Thunder Cake, Patricia Polacco

Favourite children's book quote

Matteo fissò il diplodoco negli occhi per fargli capire che di lui ci si poteva fidare. Il diplodoco si avvicinò al triceratopo ed emise uno strano suono. -Andiamo,- disse il bestione muovendosi. Per poco matteo Non cadde. -Dove?- domandò. -Il nostro re, il vecchio tirannosauro, sta morendo. Dobbiamo arrivare da lui prima del tramonto.

Matteo e i dinosauri, Erminia Dell’Oro

Favourite children's book quote

"Men han har jo ikke noget på," sagde et

lille barn."Herregud, hør den uskyldiges røst," sagde faderen; og den ene hviskede til den anden,  hvad barnet sagde.

Kejserens nye klader (The Emperor's New Clothes), H.C.Andersen

Favourite children's book quote

You’re braver than you believe, stronger than you seem and smarter than you think.

Winnie the Pooh, A.A. Milne

Team

© 2023 by Name of Site. Created on Editor X.

The bina School is an international online primary school and kindergarten made to fit the lives of families today. Classes of just 6 students are led through 4 hours of daily lessons by highly-qualified and internationally-experienced teachers in real-time. We are building a future where every child has access to quality education.

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